Whether and how these dynamics have changed education inequalities is the focus of this study. Using recent data from a younger cohort of kindergarten students—the National Center for Education Statistics’ Early Childhood Longitudinal Study, Kindergarten class of 2010–2011 (hereafter, ECLS-K 2010–2011 NCES), this paper delineates an updated picture of education inequalities among our youngest children in school. We produce a comprehensive analysis of gaps in both cognitive and noncognitive skills among this cohort of children.
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We conclude with a discussion of the research and policy implications of these findings.

Following are the major findings of this report:

We need to be more discerning when looking at children’s needs by subgroup
We need to look holistically at
what matters for children’s development
The existence of significant education inequalities at the starting gate poses a strong challenge to education policy
Whether a child is faring better or worse than her peers is largely determined by her socioeconomic status
Education policy alone is unlikely to suffice

This study first reviews the existing literature analyzing education inequalities. The technical details of the analysis are explained in the “Dataset and methodology” section and appendix A. In the fourth section, we describe the characteristics of the 2010–2011 kindergarten class, in terms of race, socioeconomic status, and the other determinants of gaps that are examined in the study. In the results section, we discuss current socioeconomic-based and race-based inequalities in cognitive and noncognitive skills of students at the beginning of their school life. The report concludes with a review of results and a discussion of the implications of the findings for both future research and policy.

Research on achievement gaps can be grouped underthree main topics: existence and persistence of gaps, mechanisms driving the gaps, and consequences of the gaps for subsequent learning and development.
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Major contributions in these three different areas are described below. This section also includes an explanation of the contribution of this paper to the broader literature and provides a justification of why a more comprehensive understanding of the gaps (one that includes assessment of cognitive and noncognitive gaps) could help advance more successful strategies to close them.

In the United States, the study of education inequalities has been largely associated with the study of education outcomes of whites relative to outcomes of minority groups, especially African Americans. The precedent for this research was the
Equality of Educational Opportunity
study requested by the Civil Rights Act of 1964 and conducted by James Coleman and colleagues (see Coleman et al. 1966), which assessedthe differences between the resources or inputs available to minority students attending public schools and those available to white children and discussed the consequences of those differences in terms of outcomes.
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In response to extensive research demonstrating that the race-education performance link is not a direct association but rather an indirect relationship strongly mediated by income and other factors related to income, recent studies have focused more on income-based gaps, and less on those based on race or ethnicity (Duncan and Murnane 2014; Duncan and Magnuson 2011). Research on gaps in noncognitive skills between ethnic or economic groups is still scarce (Grissmer and Eiseman 2008; Nores and García 2014; Rothstein 2004).

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We’re returning to Leeds for a second time this week (Leeds Week!),asthe award winning storeOK Comics
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. The store was set up by
Jared Myland
in 2002 as a way of introducing readers to new and unexpected graphic novels, alongside some of the more usual suspects – and to celebrate ten years,Jaredwas kind enough to talk to me about why he first founded OK, and how he feels the retail industry has shifted over the past decade.

Jared Myland

Steve: What made you decide to start up OK Comics ten years ago? Were you always a fan of comics?

Jared Myland:
I worked at Space Odyssey and then Forbidden Planet, two large UK comic book stores, before setting up OK Comics. I’ve always thought that the vast majority of people aren’t given the chance to appreciate the diverse range of comics available, so when I established OK Comics I made it my mission to get as many new people reading as many new and different comics as possible. And, ten years on, that still the idea that drives us.

Jared Myland:

Steve: What do you think makes a comic shop succeed or fail? What, to you, are the most important elements of managing OK Comics?

Jared:
I learnt very quickly that a comic shop that stocks exclusively Fantagraphics or Drawn Quarterly stuff isn’t going to last very long in a city like Leeds, so I’ve worked out a good balance between all the great ‘alternative’ comics and a full range of Marvel and DC stuff. It works really well, and thankfully both the big two publishers are putting out great stuff.

Jared:

It’s really important to put your customers’ needs first. I constantly try to put myself in the shoes of our clientele and anticipate what the hardcore fans want and what the casual browsing purchaser may respond to.

Steve: How do you think OK Comics stands apart from other comic shops?

Jared:
I’ve established a few quirky things that make us a bit different. We offer a free lending library service, run a free graphic novel scheme, host social drawing events… but what makes us most different is the way we present our shop. We’re quite honest about the fact that we sell comics and graphic novels, but we set the store out like a posh, upscale book shop. It’s clean, brightly lit with wooden shelving and a leather couch, there are no posters blocking out the windows – and most importantly of all there are no toys, DVDs, t-shirts or any other merchandise… oh, and customers are greeted by fresh flowers every day!

*Prices in US$ apply to orders placed in the Americas only. Prices in GBP apply to orders placed in Great Britain only. Prices in € represent the retail prices valid in Germany (unless otherwise indicated). Prices are subject to change without notice. Prices do not include postage and handling if applicable. RRP: Recommended Retail Price.

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